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Delegates are beginning to arrive in Cleveland and party leaders have been meeting here to establish a platform for the general election. The 15-month $50 million renovation of Public Square is finished. The media has arrived and is broadcasting from the historic Cleveland Mall. Newly painted artwork has been installed along the Red Line tracks leading from the airport to the Terminal Tower, giving convention goers an aesthetically pleasing first glimpse of Cleveland. The Rock Hall is pumping inductee’s music into the streets along E.9th. Many downtown businesses have either shut down or modified their schedules, encouraging employees to take vacations or work from home to ease transportation challenges. Hotels, restaurants and entertainment venues are eagerly awaiting the influx of over 50,000 visitors expected to attend the 2016 Republican National Convention. This town has rolled out the red carpet in hopes that when the international media spotlight shines on Cleveland, our true colors will show.

Back in July of 2014, members of the Cleveland Host Committee were triumphant after edging out Dallas for the 2016 Republican National Convention. However, I don’t think they could have foreseen the phenomenon that is Donald Trump. In recent months, lines have been drawn and sides taken with Cleveland at the crossroads of an epic political power play. Many of the well-known Republican “establishment” politicians have opted out of the 2016 convention, leaving a void filled with Trump’s divisive and racist rhetoric. Protesters on both sides threaten “Cleveland will burn” if they don’t get their way. What was once seen as an exciting opportunity to showcase Cleveland’s renaissance and eliminate bad press from the past, is now viewed with an equal measure of dread due to the looming threats of violence.

So why does it matter so much? Because one person, one political party or event does not and will not adequately reflect the good works that have been occurring here for more than a decade. So before tens of thousands of people from all over the world converge in Cleveland and we are once again defined by what happens next, I think it is important to note who we are when no one is looking.

The Comeback City

Once dismissed as “the mistake on the lake”, today downtown Cleveland is booming. The city’s 21st Century renaissance has been remarkable, rebounding from being the first US city to default on its financial obligations in 1979, to the city that was awarded Standard & Poor’s third highest AA credit rating in October of last year. From a city in industrial decline throughout the latter half of the 20th Century, to the robust growth of health care and other service sectors resulting in the rebirth of downtown living that has fueled an economic comeback. From a city with a river so polluted that it caught fire in 1969, to becoming “A Green City on a Blue Lake” today.

Sustainable Cleveland 2019

In the fall of 2009, Mayor Frank G. Jackson and the Mayor’s Office of Sustainability announced Sustainable Cleveland 2019, a 10-year initiative that engages residents, corporations and institutional partners to work together to design and develop a thriving and resilient Cleveland that leverages its wealth of assets to build economic, social and environmental well-being. With nine action areas including renewable energy, clean water, energy efficiency, local foods, sustainable transportation, vital neighborhoods, zero waste, engaged people and vibrant greenspace, the vision of Sustainable Cleveland states,

“Cleveland will surprise, amaze, and inspire the world with its transformation to a bright green city on a blue lake. Determined people from every walk of life will work together to shape vibrant livable communities, innovative businesses, and a flourishing natural environment that will result in health, wealth, creativity, and economic opportunities for all.”

And so it has begun.

A Place to Live, Work, Play

Originally cities were often seen as places that served a variety of purposes. In the 30’s architect Le Corbusier outlined four roles of a functional city as a place that provides dwelling, work, recreation and circulation to its people. However, in the latter half of the 20th Century, trends in city building moved away from this mixed use approach with the increased development of suburbs. People could live away from the crowded central business districts that were also affected by pollution from industrial areas near the urban core. In Cleveland, a series of parks dubbed the Emerald Necklace managed by the Cleveland Metroparks were set aside in suburban areas circling the city, but provision for green space and lake front access were limited and neglected in and near downtown.

Today, trends have once again shifted toward a unification of day-to-day activities in downtown Cleveland. Neighborhoods are being designed with space for living, working and entertaining, with accommodations for the circulation of residents between the three via public transportation and pedestrian infrastructure. Here, the tenets of Le Corbusier’s “Live, Work, Play” theory still ring true. According to a study commissioned by the Downtown Cleveland Alliance,

“A main channel of Downtown Cleveland’s growth into a mixed-use neighborhood has been the increase in residents living in the central business district … According to the latest figures, the number of people in Downtown Cleveland increased by 69% since 2000.” It further states, “Downtown Cleveland residents are more likely to be college educated compared to the rest of Cuyahoga County. Nearly 44% of Downtown residents have a bachelor’s degree or higher, up from 29% in 2000 … With the rise in college-educated residents came a high rate of change for upper- and high-income households. The amount of households in Downtown making at least $75,000 annually increased by 260% from 2000 to 2014, while households making at least $150,000 increased by 389%. These findings echo a recent Brookings report that showed that the highest percent increase of highest-income households occurred in the cities of Seattle and Cleveland between 2012 and 2013.”

These changing demographics have increased the demand for Downtown real estate which now boasts an occupancy rate of nearly 98% with more residential space being developed each year. Rental prices have seen an increase of 47% from 2010 to late 2015.

A Green City on a Blue Lake

Green space also improves the quality of life for urban residents and supports sustainable development of the city. While Cleveland already boasts an extensive Metroparks system surrounding the city and the Cuyahoga Valley National Park to the south, the expansion of natural areas in and around Downtown will provide environmental, economic and social benefits and help to attract and retain urban residents. Part of the Sustainable Cleveland initiative includes the development of parks and natural areas along the lakefront, in addition to urban farms, green roofs, landscaped boulevards, bike paths and green school yards. These efforts will reduce the city’s footprint, preserve natural habitats, improve air quality and raise the overall quality of life for residents.

Public Square 2016

A Great American City

The popularity of urban “live,work,play” environments is not just occurring in Cleveland or the US , but has become a worldwide trend. Cities like Cleveland want to attract the best businesses to their urban core. Global businesses want to attract the best employees, and to do that they need to offer lifestyle amenities and proximity to similar types of businesses and the network of services that support them. Cities that strike a balance between the “live, work, play” triad, will surely benefit. Thus, if the international media spotlight shines favorably on the city of Cleveland during the Republican National Convention this week, it will leverage existing public, philanthropic, corporate investments, and help to make our comeback a sustainable win for the City of Cleveland.

So convention visitors to Cleveland … we hope you will bring your solutions for peace and prosperity, not division and violence. As you will see, most Clevelander’s already know what makes America great. Take a page from our playbook and treat our city with care. Because after you leave, this will still be our home.

In celebration of National Environmental Education Week and Earth Day next Tuesday April 22, I want to take this opportunity to thank all of the people who read my blog in the United States and around the world. TeachGreenBlog now has readership in over 30 countries! I appreciate your continued support and shared interest in environmental education.

Today, I am pleased to announce the launch of The Green Beans & the Litterbugs at www.getgreenandgrow.com. For the past three years, I have been working with three of my talented and accomplished cousins to develop a unique model of interactive green entertainment for young children and their families. We envision The Green Beans & the Litterbugs as a franchise of engaging children’s programs, trade and ebooks, online games, webisodes, toys and other associated products. The Green Beans stories are designed to entertain young audiences, while promoting basic environmental themes, cultural diversity and positive social behaviors.

We have carefully constructed The Green Beans & the Litterbugs with an international worldview. We adhere to environmentally sustainable practices and support the United Nations’ definition of sustainability, “to meet the needs of current generations without compromising the ability of future generations to meet their own needs.” Initially, we are using our newly launched website and social media to spread the word.

Teach Green with Ecofriendly Characters
It is well documented that children like learning activities more if they involve beloved characters. When they see them on television or online, they want to imitate their behaviors. So why not use these influences to encourage good habits rather than unhealthy ones? In addition, popular characters can also be influential in shaping the ideas, behaviors and purchasing decisions of families with young children.

The Green Beans & the Litterbugs features five members of the Green Bean Team – Ruby Monkey Bean, Bella Brontosaurus Bean, Bentley Bear Bean, Gibbon Monkey Bean, and Crawford Crab Bean. With the help of their roving satellite Bloorb, the Beans travel the globe solving environmental emergencies caused by the Litterbugs. Each Green Bean story highlights a different ecological issue that becomes part of the plot. Real world environmental challenges are placed in the context of animated action that children can absorb and understand.

In order to shape a positive message, we created the Green Beans content with two important themes that run through the story lines. The first is a “green” theme highlighting an environmental issue in a specific geographical location that becomes the setting of the story. Young viewers will have the opportunity to observe how the Green Beans work as a team to respond to the problem, determine its cause and use logic to find a sustainable solution.

The second element that runs through the stories is a “character” theme. Virtues such as truthfulness, helping others and the importance of family are just a few of the positive traits that are subtly embedded into the plot to reinforce pro-social behaviors. These traits are demonstrated in the actions of the Green Beans and help children learn tolerance and conflict resolution by observing their positive example.

Children Virtually Explore the World
Each episode features a different location where a local child and indigenous animal assist the Green Beans in solving the ecological problem. As a result, viewers gain a global perspective of the challenges other kids may face in their part of the world. The stories are fictional and fun, but environmentally, culturally, and geographically correct.

The Green Beans & the Litterbugs is designed to also provide factual information about nature and the environment that can even be used as a supplement to classroom curriculum. Our website is full of interesting “field facts” pertaining to geography, habitats, flora, fauna and cultural influences on the environment. We host “Bloorb’s Blog” with up-to-date information on green events, activities and crafts, as well as sustainable tips for healthy living. We also welcome feedback from children who are making a difference in their communities. It is truly a green movement designed just for kids.

It is our ultimate goal to lead young viewers to a better understanding of the world around them in order to prepare for a sustainable future. We are seeking to partner with like-minded organizations that will join us in further developing The Green Beans & the Litterbugs for the benefit of kids everywhere. I hope you will visit our newly launched website at www.getgreenandgrow.com and “like” us on Facebook.

I was planning to write about urban gardening next. However, as I began my research, I ran across a term that was unfamiliar to me…food deserts… so I dug a little deeper. I wondered. What is a food desert, exactly? On the surface, it seems to be a contradiction of terms.

By some serendipitous twist of fate, later that same day (really), I took a break from my work and made a quick trip to the grocery to pick up a fresh loaf of bread. My local store was busy with people stocking up for an impending stretch of extremely cold weather. I quickly completed my shopping and made my way to the exit. I walked past the first few cashiers, swamped with customers, to the last checkout where the line was surprisingly short.

As I began to empty my cart onto the conveyor (I can never leave the grocery with just a loaf of bread), I realized that the young woman ahead of me was paying for her groceries with food assistance checks (a rarity in my suburban neighborhood). The cashier kept up a friendly conversation with the woman, complementing her on the beautiful baby that was wrapped in blankets and sleeping in her cart. It took a little longer for her to complete the transaction, but the cashier’s pleasant demeanor never wavered. An older woman, who I presumed had accompanied the mother and daughter, stood off to the side and watched. When the cashier was finished, she wished them well and the three women left, smiling.

As I continued to unload my cart, the older woman returned to the cashier, gave her a big hug and thanked her for her kindness. It turns out that she was a Good Samaritan who offered to drive her neighbor to the grocery when she ran out of baby food. She had been stranded without a vehicle and the woman offered to help. In the parking lot, I saw them again. The wind was howling and blowing the snow sideways. I thought about the baby wrapped in blankets. As I pulled away, I noticed that my car thermometer read -2° F.

Right then and there, I reminded myself to be more aware of the people around me. I also realized that food insecurity isn’t just a problem reserved for the urban poor or developing countries; it exists in communities all across the United States… sometimes in places where we least expect it.

Food Deserts in the United States

According to a report to Congress prepared by the U.S. Department of Agriculture, approximately 2.3 million households in the United States are more than a mile from a supermarket and lack access to a vehicle.

That’s not 2.3 million people… that’s 2.3 million households. Think about that. Your refrigerator is empty and the nearest food store is more than a mile away. Now, if you’re living in the city, you may have the option to take a bus or the train to restock your food supply. But what if you live in the suburbs or in a rural area? What if it’s -2° F and you have a hungry baby and no car? What then?

The main measurement used to classify a food desert is the distance from nutritional food retailers. Further, proximity is not the only factor, as individuals may live close to a retailer that provides nutritious food, but the healthy food selections may be more expensive, creating an additional barrier to access. The physical distance from full service supermarkets also leaves residents of these areas more likely to purchase food from convenience stores or fast food restaurants that offer mainly processed foods that are high in fats and sugars.

In 2010, Michelle Obama brought national attention to the problem of food deserts during the launch of her Let’s Move! campaign. This initiative is dedicated to giving parents helpful information about maintaining a healthy diet and links to programs that promote active lifestyles. It also advocates for nutritional menus in our schools and is working to ensure that every family has access to healthy, affordable food. Recent findings show nearly one in three children in America are overweight or obese. If we don’t change our current habits, one third of all children born in 2000 or later will suffer from obesity-related health problems like heart disease, high blood pressure, diabetes, cancer, and asthma.

Solving Problems at the Local Level
Part of the problem stems from the fact that we have become a nation dependent upon others for our food production. We rely on imported products and ship domestic produce thousands of miles from its original source. This has not only increased our transportation needs and carbon footprint, but it has also put local farmers out of business. Although we will realistically never return to the agricultural roots of years past, we can all make an effort to increase the amount of locally grown products we consume. This is not a problem that has a one-size-fits-all solution. We need to address the issue at the local level and tailor solutions according to each region and specific growing season. As the trend toward sustainable lifestyles continues to grow, seasonal farmer’s markets, home food delivery programs, backyard gardens and urban farms are cropping up in communities across the country.

Creating a healthy relationship with food doesn’t have to be all work and no play. It may quite possibly serve a dual purpose. Researchers recommend that creating a direct connection between fresh produce and the consumer is an excellent way to promote healthy and sustainable lifestyles. Examples of this include urban farm programs; learning how to a start backyard or patio garden; and school programs… all great ways to experience nature and get outside and active.

Green Schools Can Play a Role
Schools can play an integral part in developing sustainable food delivery systems within the community. One of the most efficient ways to implement wide-scale change to society is through our education system. There are many ways a green school can work with the community to address important issues that affect the health and welfare of children and their families, including:
• teaching students about the impact of their eating habits on their bodies and on the environment
• incorporating healthy food choices in the school cafeteria
• creating edible gardens in schoolyards and local parks
• building kitchen classrooms within the school to demonstrate healthy food preparation
• using green curriculum to give kids hands-on experiences in growing a garden
• utilizing the insights and resources of business leaders and other community stakeholders to meet the needs of the community
• making school the center for community activities and an example of sustainable practices

As Americans, we are blessed to live in a country where the rights and privileges of its citizens are protected by law… Where nearly anything is possible if we are willing to work hard in order to achieve our goals. However, the system and its citizens are far from perfect, and with these rights come responsibilities to each other. Unfortunately, we are often quick to defend our rights, but much more reluctant to live up to our responsibilities. There needs to be a more equitable balance between the two. There is no reason that a young mother should wonder how she’s going to feed her baby in the middle of a snowstorm. It takes a village to raise a child and that should still be the number one priority of communities not only here in the United States, but around the world.

I know this may sound like an antiquated notion, but I took a couple of minutes to go online and read our Declaration of Independence. I was reminded of the monumental effort and risk the signers of that document put forth with no assurances they would ever succeed. The last line sums it up best for me:

“And for the support of this Declaration, with a firm reliance on the protection of divine Providence, we mutually pledge to each other our Lives, our Fortunes and our sacred Honor.”

I hope you will join me in helping others in need. I believe they come across our path for a reason. At the very least, offer a smile to someone who could use a little encouragement. Like a flower in the middle of a desert, it may just brighten their journey.

Throughout my childhood, our family farm in Pennsylvania was not only a summer getaway from city life, but also a place to host extended family and friends. Many times we were allowed to bring classmates from school. One particular friend shared my affinity for horses and was a frequent guest. We spent long summer days playing in the creek, exploring the woods and tending to the horses and cattle on the property, all without issue until one fateful evening when she learned the truth about the origins of beef.

My brother and I with one of the calves we raised at the farm.

We were sitting down to dinner, and quite by accident my father revealed the truth…beef comes from cows…and we were having a roast. The chaos that ensued remains vivid in my memory to this day. My friend let out a scream, fled from the table and out into the wilderness, imagining that she was about to consume the calf that we had played with the summer before. In truth, the calf (of milking variety) was grazing peacefully in the neighbor’s pasture. I tried to explain, but there was no consoling her. We all watched, dumbfounded, as she ran up the steep hill behind the house and disappeared into a stand of spruce trees.

Now the terrain at the farm isn’t rugged in most places, but it is remote. If you stray too far from the road you could walk for miles and not encounter another house or human for quite awhile. The hills and hollows all begin to look the same and you could pass within a few feet of any number of wild animals and never know they were there.

After my father recovered from his shock, he simply turned to me and said, “Go find her and bring her back.”

I thought for a moment and then headed out the back door. Judging by the direction she took, I had a pretty good idea of where she was going. I wasn’t so worried about finding her. I was more concerned about what I would say once I did. It wasn’t like a 12-year old kid could do much about beef consumption, right? I climbed the hill and tracked her footsteps through the crushed clover and alfalfa that she left behind on the mountaintop hayfield. I was still contemplating my argument as I reached the summit and looked out into the second hollow. Sure enough, there she was sitting on Table Rock, a big shale formation that cropped up from the valley below, about 4 feet high and 10 feet in diameter…the perfect place to go and think things through when faced with life’s many dilemmas.

Just as I began my descent, a flash of black and white emerged from a hole underneath the rock. From my vantage point, I watched in horror as a mother skunk and her babies appeared, one-by-one, as my friend sat on top of the flat rock with her head in her hands crying. Now the problem had gone from bad to worse. I approached carefully and tried to wave a warning, but she misinterpreted my actions and prepared to run again, still clinging to her misperceptions. I inched closer. At this point, I could even smell the danger. Finally, in desperation, I yelled, “skunk” just as she was about to jump from the rock. Luckily, she saw the danger for herself and retreated until the skunk family disappeared from view.

The Need for Environmental Awareness

The story may seem comical in retrospect, but it has larger implications that mirror a current trend in today’s youth. Our children have become disconnected from nature at a time when understanding the natural world is paramount. We cannot escape from ecological truths, nor can we run headlong into the future without a clear perspective of where we are headed. In the face of ever increasing environmental challenges brought on by climate change, combined with a rapidly increasing population growth due to reach 9.6 billion people by mid-century[i] and an alarming slip in the academic standing of American students on the global stage, we need to seriously reevaluate not only what type of information our students are learning in school, but also how that information is being delivered, in order to utilize valuable class time to the students best advantage and adequately prepare them for the future.

The Common Core State Standards Initiative

In 2010, the National Governors Association Center for Best Practices and the Council of Chief State School Officers established a new set of educational standards that are now consistent across all fifty states and provide clear expectations in reading, writing, speaking, listening, language and mathematics. By transitioning from individual standards unique for each state to the Common Core, the new objectives “promote equity by ensuring all students, no matter where they live, are well prepared with the skills and knowledge necessary to collaborate and compete with their peers in the United States and abroad.”[ii]

However, new challenges have emerged while attempting to raise the bar. How do teachers find enough time in the school day to deliver a 21st century curriculum within a 20th century classroom structure? The reality is…they can’t and don’t. Many schools have eliminated what they deem as non-essential subjects and concentrate only on the subject matter being assessed on standardized tests. Other districts are eliminating recess and reducing the time spent on physical education and outdoor activities…all at a time when children need environmental education, physical activity and exposure to nature the most.

No Child Left Inside Legislation

A growing body of evidence reveals that direct exposure to nature is important to a child’s intellectual, emotional, social, spiritual and physical development.[iii] Additionally, physical activity, such as outdoor play, has been linked to increases in students’ grade point averages and more efficient classroom learning, as well as positive associations with children’s physical fitness, concentration, memory, behavior, and school satisfaction.[iv]

As a result, on July 16, 2013, bipartisan bills were reintroduced to the Senate and House that would amend the Elementary and Secondary Education Act of 1965 (ESEA) and require states to provide environmental literacy standards and associated teacher training for students in classrooms PreK through Grade 12. Continuing education for teachers is expected to include educator resources necessary for providing high-quality environmental education, as well as ideas on how to make use of the local environment as an extension of the classroom.

However, the problem remains. How do we fit a curriculum expanded to include the objectives of the Common Core along with the NCLI environmental education requirements into an already packed school day and still remain globally competitive? The answer? Why not make use of the technology that we are already using in every other aspect of our lives?

Technology Empowers People

We must be careful not to demonize technology in our quest to expose children to the nature experiences we remember from our youth. As parents, if we are honest with ourselves, we enjoy the benefits of technology as much as our children do, and they learn from our example. Electronic devices don’t turn on by themselves. It is our responsibility to monitor the amount and type of media exposure our children receive, just as we mold other time management and social behaviors.

In truth, technology and connectivity are making lives better. Take for example the mission of Worldreader, a non-profit seeking to eradicate illiteracy among the world’s poorest people through delivering quality, culturally relevant content by way of a special app available for mobile phones that the majority of these populations already have. The premise of the Worldreader Initiative is based on considerable data demonstrating that education and literacy have the power to change lives and empower people. If it’s possible to deliver quality content to remote areas of developing countries, surely we can use the wealth of digital resources at home to bridge the gaps in our own education system.

Teaching Green in the Flipped Classroom

In my first article about the flipped classroom, I made a case for an emerging educational model where teachers assign the lecture for homework, reserving valuable class time for problem solving and hands-on learning experiences. The beauty of the flipped classroom is that it allows teachers the luxury of utilizing differentiated instruction, providing students with different ways to acquire and make sense of information and ideas. It also allows time for project-based lessons where students can apply what they know to solve authentic problems and produce real results. The flipped classroom structure dovetails nicely with an eco-friendly curriculum by allowing teachers the freedom to engage students in a variety of ways that will get them outside and active, utilizing all of their senses to interact with the environment as motivation and context for learning.

In fact, school is an excellent place to introduce nature and ecology… and I’m not just talking about an occasional experiment or an outing on Earth Day. They need to live it and make it theirs. Kids want to feel like what they do and say makes a difference. So if it’s becoming more and more difficult to get kids to nature. Why not bring nature to the kids? It might not be the exposure that we experienced. It might be even better… They can still experiment and play and get their hands dirty. The difference is that their play will take on new meaning.

Green Schools

I highly recommend watching the PBS documentary, Growing Greener Schools. The excitement of the children featured in the film left a lasting impression on me. For these kids, school is no longer four walls that close them in for the better part of the day. For them, school has spilled out of the classroom into the hallways where natural light or energy-efficient bulbs kindle a new sense of purpose. It has permeated the school roof, where solar panels help reduce energy costs and free up resources for other innovations. Learning flows out the door and into the schoolyard where open spaces (even urban spaces) can be used for outdoor exploration and experimentation. For these fortunate students, school has become a hub of innovation and collaboration…and above all a source of pride for their contribution to its ongoing success.

Edward T. McMahon who holds the Charles E. Fraser Chair on Sustainable Development and Environmental Policy at the Urban Land Institute (ULI) in Washington, D.C. explains what makes a place worth caring about.

Place is more than just a location on a map. A sense of place is a unique collection of qualities and characteristics – visual, cultural, social, and environmental – that provide meaning to a location. A community’s unique identity also adds economic and social value. To foster distinctiveness, cities must plan for built environments and settlement patterns that are both uplifting and memorable and that foster a sense of belonging and stewardship by residents.[v]

Green schools do just that. However, as one teacher wisely cautions in the film, kids can go to school in a green building and without the tools to understand the implications of sustainability, they will have no way of connecting the building to the environment or to their daily lives. She compared it to a tree falling in the forest, that no one hears. In order to have a true cultural transformation that will make a significant ecological impact, our schools need to become models of sustainability and use the environment as a context for learning across the curriculum.

One expert in the PBS film states, “Our timeline as a country in terms of greening of schools was probably about 50 years ago. So the work that we have to do is catch up. Because, if you look at the way the world presently exists with the major issues we’re being affected by and influenced by… carbon expansion, climate warming, those kinds of things. We really should have been dealing with this several decades ago.”[vi]

Teach Green, Think Green, Live Green

The time has come for us to stop looking for answers to outdated questions and start asking new questions. Questions like… What kind of citizens do we want our children to become? And, what tools do they need to be successful when facing an uncertain future?

It has become increasingly evident that all of us must learn to live as part of earth’s ecosystems, not apart from them. We especially don’t want our children to be caught unaware or unprepared to face environmental issues that are sure to challenge them in the coming years. We want them to be innovators and collaborators that are well versed in the cycles and connections that support life on earth. I believe that using our education system as a conduit for change is the fastest and most pervasive way to improve the eco-consciousness of our country. It is also a win-win situation for our children. It will get them outside and active and will prepare them to think green in a global economy.

Food for thought…

Oh yes, speaking of food. As for my childhood friend … Fortunately, the cow incident didn’t spoil her appetite for nature. Today, she and her husband live in the country with an assortment of farm animals on their property. However, to the best of my knowledge, she remains a vegetarian to this day.

In the spring of 1912, F.A. and Gertrude Seiberling traveled to England, along with their adult daughter Irene and New York architect Charles Schneider, to seek inspiration for the Tudor revival-style home they were planning to build six miles northwest of Akron. The founder of Goodyear Tire & Rubber Company and his family had completed a tour of some of the oldest manor houses and castles in the country and were scheduled to return to America on April 10 aboard the maiden voyage of a fabulous new luxury steamer leaving out of Southampton bound for New York City. Just before departure, their British guide suggested they delay their return in order to visit a 300 year-old manor house that was being razed not far from London. Sir Walter Tyndale, a notable European painter and illustrator, had helped them to gain access to many fine estates that were not ordinarily open to the public and he felt this particular home, in the midst of deconstruction, would give them unique insights into the underlying framework of a typical English structure from that time period. The Seiberlings heartily agreed and delayed their travel plans as a result.

Imagine their stunned shock when, days later, headlines of the London newspapers screamed of unprecedented tragedy in the North Atlantic. The Seiberlings had originally been booked to return aboard the Titanic and they owed a debt of gratitude to Sir Walter’s last minute suggestion that turned out to be providential for many reasons. The decision to extend their trip not only may have charted a new course for the fate of the Seiberling family, but also the completion of Stan Hywet Hall & Gardens and the legacy that would include future conservation efforts of the natural spaces within the Cuyahoga Valley corridor between Akron and Cleveland, and millions of acres of wilderness in the western states and Alaska.

The Seiberling entourage returned home later in May aboard the RMS Lusitania to begin work on their family home that would prove to be a flagship of a more durable sort.

Family History
The Seiberling family has been connected to the land since Nathan Seiberling brought his family to Summit County in 1831. He prospered in the growing community and fathered 15 children. His oldest son John Franklin possessed similar entrepreneurial spirit and became an inventor and manufacturer of timesaving agricultural equipment. John Seiberling’s mower-reaper invention allowed for an increase in productivity to meet the demands of the Civil War, despite the loss of farmers and laborers who served in the army. In 1865, Seiberling moved his operation north to Akron, where good rail and canal service greatly enhanced distribution capabilities. By the last decade of the 19th century, he had become the richest man in Akron.

John Franklin had eleven children and two of his sons, Frank Augustus (F.A.) and Charles W. inherited their father’s business acumen and became involved in the family enterprise. Unfortunately, the farm machinery company was a casualty of the severe depression of the 1890’s. However, F.A. rebounded from this temporary setback and decided that the rubber tire industry had greater potential. In 1898, he founded Goodyear Tire & Rubber Company, named for Charles Goodyear who invented the vulcanization process – the hardening and strengthening of rubber – in 1839. As popularity of the automobile skyrocketed, so did F.A.’s income, reaching $3 million per year by the late 1910’s.

The Gilded Age in Northeast Ohio
A variety of factors played a role in the Northeast Ohio’s rise to prominence. Strategically positioned on the Great Lakes, the area provided easy access to an abundance of natural resources, and improved transportation infrastructure placed the cities of Cleveland and Akron at the epicenter of industrial innovation.

Rapid economic growth after the Civil War brought about a convergence of business genius that contributed to a surge of unprecedented wealth for a select group of entrepreneurs. Men like Henry Ford in Detroit, John D. Rockefeller in Cleveland, Andrew Carnegie in Pittsburgh and Seiberling in Akron, saw the long range potential for new products and services in post-war America. They were a fellowship of fierce competitors, determined in their pursuit of financial success and influence. These men operated on a grand scale, thriving on the risk and excitement of business interests, as well as enjoying the rewards of luxurious living that their business success provided. They were famous for throwing extravagant parties and building palatial homes.

The Seiberlings, however, were determined to build more than just a rich man’s showplace. They wanted to create a gracious gathering place for family, friends, and industrial, cultural and political figures of the time. F.A. began to accumulate property in an area he explored as a youth and eventually amassed a huge parcel of land six miles northwest of the city, atop one of Akron’s seven hills overlooking the Cuyahoga Valley. His wife, Gertrude, enrolled at Buchtel College (now the University of Akron) and took courses in interior decorating, landscape architecture and other related courses in preparation for the project. After considering a wide variety of proposals including an Italian villa, a colonial farm and even a French chateau, they chose to build a Tudor revival-style country home recapturing the spirit and quality of medieval craftsmanship, rather than replicating some of the opulent styles that had come to be associated with the Gilded Age. They named their new home Stan Hywet (pronounced HEE-wit) meaning ”hewn stone ” in Old English, originally chosen because there was a sandstone quarry on the property.

The Manor House
When the construction of Stan Hywet Hall was complete, it was the largest home in Ohio measuring 64,500 square feet and included more than 65 rooms, 23 bathrooms and 23 fireplaces. In keeping with their commitment to health and physical fitness, they also installed an indoor swimming pool known as the “Plunge”, a four-hole golf course, walking and horseback riding trails, two tennis courts and an indoor gymnasium and bowling alley in the basement.

The Stage just outside the great Music Room where outdoor performances were held for friends and family.

Remarkably, each room was designed to be unique, decorated with the finest antiques and furnishings from around the world. The Music Room with 18-foot-high molded plaster ceilings, crystal and amber chandeliers and fine oak paneling was the place where the Seiberlings hosted grand parties and family gatherings. On a stage at the far end of the room, they entertained guests with Shakespearian plays, concerts and recitals. The South Terrace doors extended the room outside and into the surrounding gardens.

The Gardens

The Birch Tree Allee leading to the Tea Houses

The exterior living spaces were impressive in their own right. Architect Charles Schneider worked closely with the renowned landscape architect Warren Manning, whose extensive knowledge of horticulture and plant specimens was also utilized in such notable projects as the Chicago Columbian Exhibition of 1893, the planting design of George Vanderbilt’s Biltmore Estate and William Gwinn Mather’s Gwinn Estate in Cleveland’s Bratenahl Village on the shoreline overlooking Lake Erie.

Both men paid close attention to architectural details to ensure the elements of nature were experienced around the home, and also from within. The position of doors and windows, even the position of the house itself, set in accordance with the summer solstice, ensured maximum appreciation of nature. A 550-foot long birch tree allée was designed to connect the north end of the manor to twin Tea Houses that overlooked the Lagoon, where the Seiberling family would swim, fish, and canoe in the summer months, and ice skate in winter. A corresponding London Plane tree allée extended south, leading to a stone underpass that connected to an area known as the Dell, where a rim of rock ledges formed a natural amphitheater amid a clearing in the old-growth forest.

The Japanese Garden

Directly behind the house, a winding Japanese Garden descended the bluff and a walled English Garden was designed and installed by the legendary Ellen Biddle Shipman, described by Manning to be “one of the best, if not the best flower garden makers in America.” Shipman worked with Gertrude Seiberling to create a hidden garden reminiscent of the classic English children’s novel, The Secret Garden by Frances Hodgson Burnett. When completed, it was said to be Gertrude’s favorite refuge and the place where she went for solitude, and to spend time with her children.

The English Garden by Ellen Biddle Shipman

Manning designed many other structures to support and complement the estate including a Carriage House, Gate Lodge, and a Gothic-style Conservatory, used for fruit and flower growing, as well as a green retreat during the long winter months.

Mr. Seiberling once insisted, “We will have in our new home something for everyone no matter on what plane they approach it, whether physical, intellectual or spiritual.” True to his word, F.A. shared his new home with extended family, a circle of community friends, business associates, political figures and dignitaries from around the world.

Early Community Efforts
The period from 1910 to the early 1920’s was characterized by social, economic and political unrest that challenged traditional notions of class structure. During this time, the city of Akron had tripled in size and poor planning led to the construction of crudely built houses on small lots with a lack of amenities such as schools, parks and playgrounds. Working-class neighborhoods were notable for their congestion and grim appearance. Although Stan Hywet stood as a symbol of the traditional elite, the Seiberlings used their passion for the natural world to soften the harsh realities of the tumult that existed elsewhere in their community.

Gertrude Seiberling founded the Akron Garden Club in 1924 and also helped to coordinate similar efforts across the country. The exquisite gardens on the Seiberling estate served as inspirational settings for her various gatherings. F.A. complemented his wife’s efforts and became an influential member of the Akron Park Board where he convinced the board to employ Frederick Law Olmsted Jr., the son of the renowned designer of New York’s Central Park and an accomplished landscape architect in his own right, to create a master plan for the community as he had also done for the city of Cleveland. F.A. donated the hillsides on the northern edge of the estate and Sand Run Creek to the Akron park initiative. His gift was the first major tract of land given to create a metropolitan park in the area and some of the most beautiful landscape in the Akron system.

Passing the Torch
John F. Seiberling was the grandson of F.A. and Gertrude Seiberling and lived in the Gate House at Stan Hywet with his father Fred Seiberling and mother, Henrietta. During his formative years on the Seiberling estate, John learned about the natural world from his father, Fred Seiberling. In his biography by Daniel Nelson, A Passion for the Land, Seiberling recalls one particular spring morning in 1926 walking through the woods with his father and sister. Fred “told us the names of the different kinds of plant and trees as we went along…It was a magical, eye-opening experience. It left me with a new, conscious love of nature.” He also developed a strong sense of ethics and an appreciation of culture from his mother. However, at that time, he knew very little about the world beyond the boundaries of the estate.

Twin Tea Houses overlooking the Quarry where the family enjoyed water sports.

His parents, with the backing of F.A. and Gertrude, decided he should attend Staunton Military Academy, a college preparatory school in Virginia. There, he grew into a studious young man. He graduated as an honor student and although three of his uncles were Princeton alumni, he attended Harvard instead.

Seiberling flourished in Cambridge and was fascinated with history. The influence of several notable professors, combined with the liberal atmosphere of the university, convinced him of the possibilities of an activist’s role as an agent for change. He graduated from college as a New Deal Democrat and enlisted in the army to serve his country.

The destruction of Europe and the great losses incurred during World War II made a lasting impression on Seiberling. He emerged from the war a decorated officer with an expanded worldview. Upon his return to the U.S., he attended Columbia Law School on the G.I. Bill, graduated with honors and then joined a leading Wall Street law firm. He was married and started a family, settling into big-city life, far from the green-carpeted hills of the Cuyahoga Valley.

During his time in New York, John longed for the green spaces he remembered from his youth and took up downhill skiing and photography to fill the void. He vacationed out west and developed a passion for the Sierra Nevada and the Rockies, beautiful landscapes that strengthened his commitment to wilderness preservation in later years.

U.S. Representative John F. Seiberling
In January of 1954, John accepted a position as a corporate attorney for Goodyear and was drawn back to Akron and the extended Seiberling family. While the city was relatively unchanged, the same could not be said for the state of Seiberling family affairs. Gertrude Seiberling had died in 1946. F.A. continued to live on the estate in poor health. By the late 1940’s, the Seiberling children expressed concern about the future of the estate and began to discuss their options. The personal fortune that had created Stan Hywet was depleted by this time and none of the family members were able to afford the upkeep of the property. With incredible sacrifice, the family agreed that Stan Hywet should pass into the public realm and be made useful to the community, according to their parents’ wishes. The death of F.A. Seiberling in 1955 marked the end of family occupation of Stan Hywet Hall, but only the beginning of a family legacy that would last to the present day.

The Seiberling’s presented their dilemma to the community who responded with great interest. A group of volunteers was assembled to study the feasibility of converting the estate into a museum. On April 29, 1956, the Stan Hywet Hall Foundation and a board of trustees were formed and the estate became a non-profit entity. John Seiberling handled much of the legal work for the foundation for many years and became a strong advocate for the preservation of many similar buildings of historical significance throughout the country.

During those years, he and his family lived on 18 acres a few miles north of the original Seiberling estate in the town of Bath. His neighbors were actively involved in efforts to save the Cuyahoga Valley from developers and environmental degradation and introduced him to their cause. John Seiberling became passionately involved at this local level, fueled by fond memories of the forests and fields he had experienced in his youth.

In 1968, Seiberling decided to run for Congress, partially in opposition to the Vietnam War, but also with the conviction to reform Congress and ensure that public resources were directed to domestic issues. Seiberling used his position in Congress to push through legislation that would not only save the Cuyahoga Valley, which would eventually become Ohio’s only National Park, but he was also instrumental in creating 100 million acres of parks and wildlife refuges in Alaska and additional protected lands in national forests across the United States. As Chair of the House Subcommittee on Public Lands, he helped to create urban parks and promoted wildlife protection as the best approach to public land management.

The Cuyahoga Valley National Park
Today, the Cuyahoga Valley National Park (CVNP) encompasses 33,000 acres between Cleveland and Akron and is one of the most visited parks in the system with over two million visitors each year. Outdoor recreational opportunities include biking, golfing, hiking, skiing and riding on the Cuyahoga Valley Scenic Railroad. The park is the summer home to the Cleveland Orchestra at Blossom Music Center, which also hosts a variety of concerts featuring rock, jazz and country music in an open-air amphitheater and sweeping lawn that together can accommodate over 19,000 people.

The barn at the Inn at Brandywine Falls in the CVNP

Historical buildings and structures have also been preserved within the boundaries of the park, such as Hale Farm & Village, remnants of the Ohio & Erie Canal and working farms that represent the rural heritage of the Cuyahoga Valley. In 1999, the CVNP established “The Countryside Initiative” to rehabilitate historical farms within the park, supporting a new generation of farmers and also educating the general public on the history of the family farm.

Most importantly, the land, its habitats and cultural elements have been preserved and offer a unique glimpse into the origins of the Cuyahoga Valley and also the growth of our nation. From the glacier-scarred landscape before settlement, to early farming efforts of the nineteenth century, as well as the developments of our transportation infrastructure and modern day recreation facilities, the natural and cultural history of the area is protected for all to experience, explore and enjoy.

Stan Hywet Hall & Gardens
Stan Hywet Hall & Gardens still stands just beyond the southern border of the park and is open to the public. The Seiberling flagship is a symbol of the past, but with a renewed present-day purpose. Set on 70 acres amidst a sea of rhododendron and flowering trees, the Manor House remains “a place with something for everyone”, just as the Seiberlings envisioned it, and maybe even more than they could have imagined.

Stan Hywet has become a center for programs emphasizing nature and the virtues of outdoor activities, with a variety of exhibits that highlight the historical, cultural and horticultural aspects of the early 20th century. However, it is more than just a museum. Couples come to the estate to exchange wedding vows in the Dell, or the English garden or on the West Terrace & Overlook. Shakespeare is still performed on the grounds in an outdoor theater near the Lagoon. Children play on the Great Lawn and search for hidden treasure in a game called “geocaching”, using GPS technology and portable hand held devices. Teachers bring students to the estate to learn about a variety of subjects, including science, local history, literature and more. Each season, visitors come from near and far to experience the legacy that the Seiberlings left behind.

The Legacy Lives On

Western Vista Overlooking the Cuyahoga Valley

As I stood at the front entryway on a recent visit to Stan Hywet Hall, I glanced up at the visionary statement etched into the family crest nearly a century ago. “Non Nobis Solum” (Not for Us Alone). I stepped across the threshold and my gaze was immediately drawn past the finery of the Great Hall and through the open rear door to the vista of the Cuyahoga Valley. I was reminded that, in word and deed, the ideals that inspired one family to make a difference, are as relevant today as they were then. Their passion for nature has truly been a gift bequeathed to us all.

April is National Autism Month. Autism is a neural development disorder characterized by both verbal and non-verbal communication impairments, hyper focus on narrowly restricted areas of interest and repetitive speech patterns and behaviors. The number of children diagnosed with autism has been increasing dramatically since the 1980’s and the prevalence of children on the autism spectrum is currently thought to be approximately 1 in 88.

Typical treatment programs focus on behavior modification, structured teaching, speech and language therapy and social therapy. Various medications are also used to treat problems associated with autism spectrum disorders. However, there is currently no known cure.

Many alternative therapies are available, including therapeutic riding programs. While research into equine assisted therapy is fairly new, anecdotal evidence shows that the effects of horseback riding on the behavior of autistic kids is often so powerful, that some children respond in ways that cannot be accomplished in any other setting. Equine therapy also provides therapeutic benefits to children with a wide range of other mental, physical and behavioral challenges as well.

I recently had the chance to sit down with Cory Ramsey, Manager of the Equine Programs at Camp Cheerful in Strongsville, Ohio, to talk about their therapeutic riding program and the benefits of providing kids with meaningful experiences in nature.

Elizabeth: Thank you for taking the time to talk to me today.

Camp Cheerful has a long history of providing outdoor recreation to children with disabilities. However, the equine program has been a more recent addition to your camp programs, correct?

Cory: Yes. Camp Cheerful always had farm animals here, including horses, but they formally became a therapeutic riding center in 2005. The program originated from families that were looking for the option of equine therapy and the camp staff recognized the need to formalize it. They made the decision to become an accredited riding center and started fundraising to build the barn. They went through the accreditation process with NARHA (North American Riding for the Handicapped Association), which is now PATH (Professional Association for Therapeutic Horsemanship).

Elizabeth: Exactly how does a riding center become accredited?

Cory: PATH has standards for all accredited centers that are members. We are required to be in compliance with the treatment of the horses, the safety of the client, instructors and the volunteers. The standards also include the certification process for instructors. They have to complete a written test, a lesson plan and teach a mock lesson to other students. They are required to physically ride a horse and are tested for their riding skills as well. Instructors also need to gain overall knowledge of cognitive, physical, emotional and behavioral disabilities so that they can better understand and serve the client. PATH does a preliminary site visit for the initial accreditation and then they come back every five years to ensure the standards are maintained.

Elizabeth: Were you a part of the program since its inception?

Cory: No. I came a year later.

Elizabeth: What led you to Camp Cheerful?

Cory: I was looking for a career path that would allow me to follow my passion, which has always been horses and children. About a year after the program started, I heard they had an opening for a Volunteer Coordinator, so I applied for the position and started out working part-time.

Elizabeth: It takes a lot of volunteers to keep a therapeutic riding program running smoothly. One rider may require as many as three volunteers. I have always been amazed by the commitment and loyalty of the Camp Cheerful volunteers who return year after year to help out. I know you have since passed the responsibility of Volunteer Coordinator along to others, but you were the one who initially established and managed this incredible group of people. What’s your secret?

Cory: Well, of course I’d like to take the credit, but in reality, it is just a matter of connecting with people. Initially, volunteers will approach us for their own reasons. Whether it’s that time in life to give back, whether they’re required to do service hours for school, have extra time on their hands or maybe they just love horses. There is something that initially draws the person to Camp and to our program.

Once they’re here, I try to discover their interests, and cultivate those interests over time. So if there is someone that has always loved horses and never had the chance to be around them, I try to bring them in and help them to learn about the horse. Sometimes a student comes to do service hours for school and he or she may only need eight hours …and four years later they’re still here. I absolutely cannot take any credit for that. I attribute it to many things… the relationships that the volunteers have with the riders and also the bonds that are built between volunteers.

Ultimately, I think it’s important to create a good positive culture so people feel welcome. They all come with different degrees of expertise in different areas and so we always want to make sure people are comfortable here and don’t feel intimidated. I try to bring everyone in and work to their strengths, help them with their challenges and educate them in areas that they have interest in.

Elizabeth: Do they need special training?

Cory: We provide a two-hour orientation to make sure that the program is what they are expecting. I always like to say that the orientation is their opportunity for an out. Volunteers must be age 14 and older and be able to walk for an hour. We also want to make sure that people understand the scope of the environment that they will be working in, and that they have the maturity to handle certain behavioral challenges.

It’s amazing. There are families that become really close to certain volunteers. Some relationships have started here and continue on outside of Camp. Sometimes, part of the reason that the rider continues to participate in the program is due to a particular volunteer and part of the reason a volunteer continues to help out is because of the rider. Once they’re hooked…they stay.

Elizabeth: That’s what you want, right?

Cory: Yes. I love it!

Elizabeth: There is a growing awareness that working with and riding horses can be physically beneficial to people. I have always loved horses and have been riding for years. When I was younger, I didn’t really think about my relationship with a horse. I was just having fun. It wasn’t until much later that I realized the special bond that I had formed with my horses throughout the years. What about you? How did your relationship with horses evolve?

Cory: I’ve been working with horses since I was about ten. I was the little girl with the horses all lined up on the shelf. My aunt and uncle had a farm with ponies and a horse and I would go out there for hours. When I was twelve, I volunteered at Gibbs Farm, which is now Stearns Homestead in Parma, Ohio. After that, I started riding my aunt’s pony, and then took lessons. Later, we bought a horse…and the rest is history.

Elizabeth: Was there a defining moment in your association with horses where you realized there was more to the relationship between horses and humans than just pure fun?

Cory: I think I had an immediate connection, even before I started riding. I have always felt very comfortable around horses. At first, I played with my aunt’s ponies…going out there to groom and take care of them. I can’t describe it or put it into words, but it was just being around them, more so than the riding, that created the connection.

Elizabeth: One of the misperceptions about equine therapy is that it’s merely a pony ride…that it’s a fun experience for the kids and nothing more. But there are also tangible physical and mental benefits associated with therapeutic riding sessions. Specifically, how does equine therapy help the rider?

Cory: One of the main physical benefits is that the movement of the horse helps build trunk strength in a child with a physical disability. I’ve seen kids be able to sit up taller and reach further. I’ve had a mom that said, “My seventeen year old son can sit up on his bed while I change his shirt, and he’s never been able to do that in his life.” She attributes his progress to riding.

For our kids on the autism spectrum, there are also psychological benefits to riding. These kids can be in an escalated state of behavior prior to getting on the horse for a variety of reasons. But once they are mounted, the swaying motion of the horse’s gait lulls them into a calmer state and allows them to focus more clearly. I have seen quite a few transformations. We support the child, but really it’s the horse and the rider that are creating that connection.

Elizabeth: The parent of a child with a disability might ask how they can be sure that equine therapy is right for their child. Is there some sort of evaluation process that occurs before kids are admitted into the program?

Cory: Yes. Initially, we do a telephone intake and ask them a series of questions to make sure that we are able to serve their needs. Then, we have the family come in, tour the barn and at this time we fit the child for a helmet. For some of our kids with sensory issues, wearing a helmet can be more overwhelming than being in the barn with a horse.

During the physical intake process, we have them ride a horse for about fifteen minutes. At the conclusion of the evaluation ride, we sit down with the family to determine if this is a beneficial activity for their child. Once that’s gone well, we invite them into a time slot for a session of nine weeks. Throughout the nine-week program, we take progress notes and make sure that were meeting and adjusting goals that were set from the beginning. The family can be looking for social interaction for their child, conquering a fear of animals, increasing trunk strength or maybe just pure recreation. Sometimes, for a child who is in therapy all week, parents find that horseback riding is a way for them to have a release, make some friends, and do something fun that other kids can do.

Elizabeth: With regard to autism, you recently built a sensory trail in the woods behind the barn, which seems to be particularly beneficial to riders on the autism spectrum suffering from sensory integration issues that make it difficult for them to understand their environment. What is a sensory trail and how does that support the equine therapy program?

Cory: The sensory trail is designed to provide riders with a horseback riding experience that also stimulates their sense of sight, hearing and touch. We take them over a wooden bridge that makes a “clippity-clop” sound when the horse walks across it. There are different types of footing such as gravel and sand that the rider can hear and feel as the horse walks. There are tactile stations that are set up along the trail with various textures to stimulate the rider’s sense of touch and keep them interacting. The sensory trail also has fun activities to intellectually challenge kids, as well as provide them with the physical benefits of being on the horse.

Elizabeth: Was there a reason for building the trail in the woods rather than putting it right next to the barn?

Cory: It’s just an area to expand and offer more. The kids benefit from being outside. So by placing the sensory trail in the woods, we combined the therapeutic riding lesson with the experience of being in nature.

Elizabeth: Even in the 1940’s, the founders of Camp saw the benefit of exposing kids to nature. Times have changed. Television, computers and video games take up a lot more free time. What do you see as some of the positive effects of nature on kids here at Camp Cheerful?

Cory: One of the biggest benefits is that we get them outside. We’re able to point out deer, geese and all sorts of wildlife when we take them on trail rides. We do scavenger hunts, where we pick up leaves and look for wildflowers. We try to do some identification of the plants and wildlife on the property and in the park nearby. But as I mentioned, because a lot of our clients are in therapy all the time, Camp provides a welcome relief from that structured environment. In a camp setting, they’re outdoors and also reaping the therapeutic benefits of riding a horse. Their trunk strength is engaged, their coordination is engaged, but they are also experiencing nature which soothes many of our riders. When we’re outside, I often ask the class to just be silent and listen. This helps them to concentrate on the swaying of the horse and the sound of their feet on the ground. This seems to relax them.

Camp also gives kids the opportunity and freedom to run around in the fresh air and wide-open spaces, play sports and participate in other physical activities. I think that our kids are seeing less and less of that these days, and it is recaptured here at Camp.

Elizabeth: What types of disabilities benefit from the therapeutic riding program?

Cory: We have kids and adults with physical disabilities such as Cerebral Palsy, Muscular Dystrophy and Muscular Sclerosis. As I previously mentioned, we also have clients on the autism spectrum to varying degrees, and children with behavioral and emotional disabilities.

Elizabeth: There is a sign inside the barn that reads, “Miracles Happen Here Everyday”. Do you have a particular success story that you would like to share?

Cory: Actually, I recall one intake where I was evaluating a child who was about six years old. We had volunteers helping us, so I was able to stand back and watch the evaluation process that was underway. I was assessing the rider for balance, suitability and safety… things like that. As I was observing, I walked over and started talking with the grandmother who brought the child. I noticed she was crying. At first, I was fearful that there was something wrong. I learned that she was crying because her grandson was interacting with the volunteers and starting to talk for the first time. It was amazing! She said, “He’s never tried to form words, and he’s trying to form words right now.”

Elizabeth: What do you attribute that to?

Cory: I think that the riders are enjoying the input that they’re getting from the connection to the horse, and they’re trying to give some sort of a response back.

Elizabeth: Amazing.

Cory: I know. It is hard to put into words.

Elizabeth: I think you put it into words quite nicely. Thank you for your time. It’s always a pleasure to talk to you about the wonderful work you do here.

For more information on Achievement Centers’ Camp Cheerful and the therapeutic riding program, contact the camp office at (440) 238-6200.

The Achievement Centers for Children Camp Cheerful has been providing outdoor recreation programs for children with disabilities since 1947 and was the first camp for people with disabilities in the State of Ohio. Located on 52 acres in Strongsville, Ohio, and set amidst a picturesque valley in the Mill Stream Run Reservation of the Cleveland Metroparks, the camp offers a wide variety of opportunities to get kids outside and active, including the chance to ride a horse.

Other traditional camp activities include hiking, swimming, fishing, canoeing, arts and crafts, nature study activities, games, campfire activities, music and sports. Camp Cheerful also offers a state-of-the-art, fully handicap-accessible High Ropes challenge course during camp sessions. Camp programs include Day, Residential and Weekend Respite Camps, as well as a Camp for Children with Autism.

In his inaugural address, President Obama made the environment a top priority for his second term. Many were surprised by his resolve. However I wondered…was this truly a shift in government policy, or was something else at work here?

As I began to look for answers, I was pleasantly surprised to find that many eco-friendly programs have already been set into motion and are gaining momentum across the country. During the election, we were bombarded with partisan battles about all sorts of environmental issues, including the future of fossil fuels, pipelines, and the EPA. Some even labeled climate change a hoax designed to deceive American citizens with false beliefs and interests. In reality, nothing could be further from the truth. Fortunately, the majority of the American people are genuinely concerned about protecting the environment and many had already begun green projects and programs at the grassroots level. But if that’s the case, why aren’t we hearing more about them?

Well, the answer is… now we are, and Obama’s reelection is part of that clarion call. There’s a new enthusiasm about the environment and it’s energizing both the people and the politicians. Citizens are finally standing up to defend the importance of ecological stewardship and their proactive efforts are dovetailing nicely with several “participant-friendly” federal programs.

America’s Great Outdoors

President Obama is famous for his grassroots approach to change. In fact, many will agree that this strategy not only was the key to his election success in 2008, but also made him a two-term president in even greater numbers this past year. So it should be no surprise that in April of 2010, President Obama had already introduced America’s Great Outdoors (AGO), a citizen-directed initiative aimed at reigniting our historic commitment to conserving and enjoying the magnificent natural heritage that has helped to shape our nation.

By February of 2011, a report was completed by various governmental agencies in consultation with the American people. The report was a culmination of the comments and conversations of more than 150,000 citizens in communities across the country. Citizens including farmers, ranchers, hunters, anglers, outdoor recreation enthusiasts, parents, teachers, and young people, along with conservation organizations, state, local, and tribal governments, historic preservation groups, faith communities, and businesses shared their ideas on how to connect people with America’s natural and cultural treasures, and also ways to build on the conservation successes already implemented in their areas.

The results indicated that the American people want to continue to enjoy their outdoor heritage and preserve it for their children and grandchildren. AGO strives to empower all Americans to share in the responsibility to conserve, restore and provide better access to our lands and waters, and reconnect Americans to natural landscapes and cultural heritage sites, leaving a healthy outdoor legacy for future generations.

This is not the first time that a president has harnessed the power of American citizens to protect the environment. From 1933 to 1943, Franklin D. Roosevelt championed the Civilian Conservation Corps (CCC) in the United States, one of the most popular of his New Deal programs. The CCC was a public work relief program that not only provided unskilled manual labor jobs in conservation and the development of natural resources in rural lands owned by the government, but also led to a greater public awareness and appreciation of the outdoors. President Obama’s AGO initiative builds on Roosevelt’s legacy of stewardship and reaffirms American’s commitment to conserving the extraordinarily diverse lands and waters that nourish and support us.

Let’s Move Outside!

First Lady Michelle Obama introduced Let’s Move Outside! a couple of months after the president’s AGO initiative and this program plays a key support role in advancing his recreation and conservation agenda. In order to keep our country viable in the 21st century and beyond, we must also pay attention the health of our human ecosystems, especially the health of our children. Let’s Move Outside! is the outdoor activity component to Mrs. Obama’s Let’s Move! campaign, aimed at ending childhood obesity through promoting healthy eating habits and active lifestyles for American children. Let’s Move Outside! links parents to parks and trails across the country and offers families helpful suggestions on ways to develop a more active lifestyle.

Kids need nutritious meals and vigorous exercise to stay healthy and fit. Unfortunately, times have changed and children spend more and more time on inside activities like TV, video games and the computer. Parents are busier than ever before, and as a result, families eat fewer well-balanced meals and kids snack in between. According to the Let’s Move! website, “Over the past three decades, childhood obesity rates in America have tripled, and today, nearly one in three children in America are overweight or obese… If we don’t solve this problem, one third of all children born in 2000 or later will suffer from diabetes at some point in their lives. Many others will face chronic obesity-related health problems like heart disease, high blood pressure, cancer, and asthma.”

However, habits that have developed over the past several decades will not be easily undone. To effectively correct the imbalances in our daily lives, there needs to be a frank dialogue on the repercussions of our lifestyle choices. We must teach children that eating is an important part of life and has the greatest impact on the world’s resources and on our personal health. We can begin by providing them with healthy lunch choices at school to prove that we are serious about making significant changes to our current system. We can also begin to teach them how to make healthy choices for themselves.

Ecological awareness – understanding the network of life’s systems and cycles – is a key factor in helping people to adopt more sustainable habits, including eating. To be ecologically “literate” requires reconnecting people with the human ecosystem– it requires relearning how to live within the context of our own human habitats and communities. In short, it requires education.

U.S. Department of Education Green Ribbon Schools

All living things change their environment in some form and the life cycles of all species are continually evolving. However, humans have been endowed with the gift of reason. Therefore, as the human influence on the planet becomes more pervasive, we cannot escape the responsibility of using our intellect to manage the natural spaces and species and mitigate the effects of increased human involvement. Unfortunately, we are changing the earth faster than the rate of comprehension of this change and thus, the need for environmental education has never been more important than it is today.

President Roosevelt once noted, “Democracy cannot succeed unless those who express their choice are prepared to choose wisely. The real safeguard of democracy, therefore, is education…” The same can be said about the safeguard of humanity and essentially all life on earth.

Despite clashes on Capitol Hill about the validity and severity of climate change, the U.S. Department of Education recognizes that education plays a vital role in the sustainability movement. As a result, U.S. Secretary of Education Arne Duncan initiated the annual U.S. Department of Education Green Ribbon Schools award in 2011. According to the U.S. Department of Education website, “The Green Ribbon Schools recognition award honors schools that are exemplary in reducing environmental impact and costs; improving the health and wellness of students and staff; and providing effective environmental and sustainability education, which incorporates STEM (Science, Technology, Engineering and Math), civic skills and green career pathways. The recognition award is part of a larger U.S. Department of Education effort to identify and disseminate knowledge about practices that are proven to result in improved student engagement, higher academic achievement and graduation rates, and workforce preparedness, as well as a government wide goal of increasing energy independence and economic security.”

The results were impressive with over 350 schools completing the application. The winning schools were those that made the greatest progress in three areas, including reduced environmental impact, improved health and effective environmental education. The first ever 2012 honorees hailed from 78 school systems in 28 states, the District of Columbia and the Bureau of Indian Education and while each school went about “going green” in their own way, they all serve as shining examples for other schools to follow. It’s a great start, so spread the word and get involved!

In Closing

As citizens of our great democracy, we are always quick to defend our rights, but much slower to accept our responsibilities. Oftentimes, we may doubt whether our individual efforts can make a difference, when in fact it’s the only thing that can truly bring about lasting change. We cannot solely rely on the people we vote into office to safeguard the things we hold dear. Each of us should understand the ecological impact of our actions and become active participants in shaping the programs and policies that affect our country. This will ensure that the changes we desire are ideals that will continue to sustain us as a nation and endure for generations to come.

American history has proven that there’s strength in numbers. Let’s move forward together…